1. John R. Kasich, Governor Tracy J. Plouck, Director Kraig J. Knudsen, PhD, LISW * Slides have been adapted from UW Extension training on Logic Models

2. -Why evaluate your Program/Projects? -What does evaluation do?

3. Determine program outcomes Identify program strengths Identify and improve weaknesses Justify use of resources Increased emphasis on accountability Professional responsibility to show effectiveness of program

4. Looks at the results of your investment of time, expertise, and energy, and compares those results with what you said you wanted to achieve

5. A depiction of a program/project showing what the program will do and what it is to accomplish. A series of “if-then” relationships that, if implemented as intended, lead to the desired outcomes The core of program planning and evaluation

6. INPUTSOUTPUTSOUTCOMES

8. A Small Program A Process (i.e. a team working together) A large, multi-component program Or even to an organization or business

9. “If you don’t know where you are going, how are you gonna’ know when you get there?” Yogi Berra Where are you going? How will you get there? What will show that you’ve arrived?

10. Many people say a logic model is a road map

11. Logic model may also be called… Theory of change Program action Model of change Conceptual map Outcome map Program logic

12. What gets measured gets done If you don’t measure results, you can’t tell success from failure If you can’t see success, you can’t reward it If you can’t reward success, you’re probably rewarding failure If you can’t see success, you can’t learn from it If you can’t recognize failure, you can’t correct it. If you can demonstrate results, you can win public support. Reinventing Government, Osborne and Gaebler, 1992

13. Focus on and be accountable for what matters- OUTCOMES Provides common language Makes assumptions EXPLICIT Supports continuous quality improvement Promotes Communication public support. Reinventing Government, Osborne and Gaebler, 1992

15. HEADACHEHEADACHE Feel betterGet pillsTake pills Situation INPUTSOUTPUTSOUTCOMES

16. HUNGARY Feel BetterGet foodEat Food Situation INPUTSOUTPUTSOUTCOMES

17. What problematic condition exists that demands a programmatic response? Why does it exist? For whom does it exist? Who has a stake in the problem? What can be changed? If incorrectly understood and diagnosed, everything that flows from it will be wrong. Factors affecting problems: protective factors; risk factors Review research, evidence, knowledge-base Traps: Assuming we know cause: symptoms vs. root causes. Framing a problem as a need where need is actually a program or service. “Communities need leadership training” Precludes discussion of nature of the problem: what is the problem? Whose problem? Leads one to value provision of the service as the result – is the service provided or not?

18. WHAT WE INVEST – STAFF – VOLUNTEERS – TIME – MONEY – RESEARCH BASE – MATERIALS – EQUIPMENT – TECHNOLOGY – PARTNERS

19. WHAT WE DO – TRAIN, TEACH – DELIVER SERVICES – DEVELOP PRODUCTS – NETWORK WITH OTHERS – BUILD PARTNERSHIPS – ASSESS – FACILITATE – WORK WITH THE MEDIA WHO WE REACH – PARTICIPANTS – CLIENTS – CUSTOMERS – AGENCIES – DECISION MAKERS – POLICY MAKERS

20. SHORT-Learning – Changes in: Awareness Knowledge Attitudes Skills Opinion Aspirations Motivation Behavioral Intent MEDIUM-Action – Changes in: Behavior Decision-making Policies Social action LONG TERM-Conditions – Changes In: Conditions Social (Well-Being) Health Economic Civic Environmental

21. – Goal=Impact – Impact=Long Term Outcome – Objectives (participant focused)= Outcomes – Activities=Outputs (also can be products as a result of activities)

22. Resources The inputs dedicated to or consumed by the program Activities The actions that the program takes to achieve desired outcomes Outputs The measurable products of a program’s activities Outcomes The benefits to clients, communities, systems, or organizations Program Goal: overall aim or intended impact How?Why? So what?

23. ResourcesActivities Certain resources are needed to run your program IF you have access to them, THEN you can accomplish your activities IF you can accomplish these activities THEN you will have delivered the services you planned IF you have delivered the services as planned THEN there will be benefits for clients, communities, systems or organizations OutputsOutcomes

24. Graphic display of boxes and arrows; vertical or horizontal Relationships, linkages Any shape possible Circular, dynamic Cultural adaptations; storyboards Level of detail Simple Complex Multiple models Multi-level programs Multi-component programs

25. ASSUMPTIONS Assumptions underlie much of what we do. It is often these underlying assumptions that hinder success or produce less-than-expected results. One benefit of logic modeling is that it helps us make our assumptions explicit.

26. The beliefs we have about the program, the participants, and how the program will work. Includes ideas about: – the problem or existing situation – program operations – expected outcomes and benefits – the participants and how they learn, behave, their motivations – resources – staff – external environment: influences – the knowledge base – etc.

27. Family Members Budget Car Camping Equipment Drive to state park Set up camp Cook, play, talk, laugh, hike Family members learn about each other; family bonds; family has a good time INPUTS OUTPUTSOUTCOMES

28. Partners invest resources A high school financial planning program – 7 unit curriculum - is developed and delivered in high schools Teens gain knowledge and skills in money management Teens establish sound financial habits Teens make better decisions about the use of money

29. Staff Money Partners Assess parent ed programs Design- deliver evidence- based program of 8 sessions Parents better understanding their own parenting style Parents use effective parenting practices Research Facilitate support groups Parents gain skills in new ways to parent Parents of 3-10 year olds attend Parents gain confidence in their abilities Parent Education Program – Logic model Improved child-parent relations INPUTSOUTPUTSOUTCOMES Parents identify appropriate actions to take Reduced stress SITUATION: During a county needs assessment, majority of parents reported that they were having difficulty parenting and felt stressed as a result

30. Trainer Funds Equipment Research base Training curriculum Situation: Funder requires grantees to include a logic model in their funding request; grantees have limited understanding of logic models and are unable to fulfill the funding requirement - Participants will increase knowledge of logic models - Participants will increase ability to create a useful logic model of program - Participants will Increase confidence in using logic models Improved planning Improved evaluation INPUTS 3 hour training Interactive activities Group work Practice Q and A Create meaningful logic models Use logic models in own work OUTPUTS OUTCOMES Grantees Accountable here Fulfill requirement of funder

31. Youth and community service Staff Partners Youth improve skills in planning, decision making, problem solving Youth learn about their community Youth demonstrate leadership skills Youth are connected with and feel valued by their community Time Youth gain confidence in doing community work Youth engage in additional community activities INPUTS OUTPUTSOUTCOMES Youth identify project to work on Plan project Carry out the project Evaluate how they did Youth successfully complete projects Grant

33. “ A theory of change is a description of how and why a set of activities – be they part of a highly focused program or a comprehensive initiative – are expected to lead to early, intermediate, and long- term outcomes over a specified period.” (Anderson, 2000)

34. Logical chain of connections showing what the program is to accomplish What we do Who we reach What results INPUTS OUTPUTS OUTCOMES Program investments ActivitiesParticipationShortMedium Long- term What we invest

35. Resources Primary Care Clinic Coordinator Community Health Director Staff therapist Staff pediatrician Medical providers (nurses) Money for supplies Activities Training Develop curriculum Two one-hour didactic trainings to medical providers in behavioral health assessment One-on-one training to medical providers on behavioral health Outreach Order supplies for well-child packets Make up packets Distribute to parents at end of each visit Outputs Training # of two-hour trainings held # of one-on-one trainings held # of medical providers trained Outreach # of parents/children receiving packets Outcomes Medical providers demonstrate accurate behavioral health assessment, education and prevention activities More children receive high- quality behavioral health assessment, education and prevention activities during well-child visits Parents/children are more knowledgeable about behavioral health and caring for children’s behavioral health needs Reduced incidence of adverse behavioral health events in children at the community health center Program Goal: To improve the behavioral health of low-income children who receive primary care in a community health center

36. EVALUATION: check and verify What do you want to know? How will you know it? EVALUATION: check and verify

37. – Situation Statement – Priorities – List of Assumptions – List of External Factors – Evaluation Methods

38. – Goal answers: “What are the issues you would like the program to address” – Outcomes answers: “What changes do you want to occur because of your program?”

39. – Number of patients discharged from a hospital is an OUTPUT – Percentage of discharged patients who are capable of living independently is an OUTCOME

40. ProgramOutputsOutcomes Crime controlHrs of patrol # responses to calls # crimes investigated Arrests made Reduction in crimes committed Reduction in deaths and injuries resulting from crime; Less property damaged or lost due to crime Highway construction Project designs Highway miles constructed Highway miles reconstructed Capacity increases Improved traffic flow Reduced travel times Reduction in accidents and injuries

44. Logic Model… Represents intention, is not reality Focuses on expected outcomes Challenge of causal attribution Many factors influence process and outcomes Doesn’t address: Are we doing the right thing?

45. Is it meaningful Does it Make Sense Is it Doable Can it be verified?

46. EVALUATION: check and verify What do you want to know?How will you know it?

47. Provides the program description that guides our evaluation process Helps us match evaluation to the program Helps us know what and when to measure Are you interested in process and/or outcomes? Helps us focus on key, important information Prioritize: where will we spend our limited evaluation resources? What do we really need to know??

48. Needs/asset assessment: What are the characteristics, needs, priorities of target population? What are potential barriers/facilitators? What is most appropriate to do? Process evaluation: How is program implemented? Are activities delivered as intended? Fidelity of implementation? Are participants being reached as intended? What are participant reactions? Outcome evaluation: To what extent are desired changes occurring? Goals met? Who is benefiting/not benefiting? How? What seems to work? Not work? What are unintended outcomes? Impact evaluation: To what extent can changes be attributed to the program? What are the net effects? What are final consequences? Is program worth resources it costs?

49. To what extent is stress reduced? relations improved? To what extent did behaviors change? For whom? Why? What else happened? To what extent did knowledge and skills increase? For whom? Why? What else happened? Did all parents participate as intended? Who did/not not? Did they attend all sessions?...support groups? Level of satisfaction? Were all sessions delivered? How well? Do support groups meet? What amount of $ and time were invested? Staff Money Partners Assess parent ed programs Design & deliver evidence-based program of 8 sessions Parents increase knowledge of child dev Parents better understand their own parenting style Parents use effective parenting practices Improved child-parent relations Research Facilitate support groups Parents gain skills in effective parenting practices Parents identify appropriate actions to take Strong families Parents of 3-10 year olds attend Reduced stress

50. If you have any questions or need any assistance, feel free to contact me at kraig.knudsen@mha.ohio.gov kraig.knudsen@mha.ohio.gov